Relevant bibliographies by topics / Mental practice

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Mental practice'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Mental practice"

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Kim, Tae Woo. "A Physiological Investigation to the Mental Practice." Journal of Sport and Leisure Studies 22 (November 30, 2004): 429–45. http://dx.doi.org/10.51979/kssls.2004.11.22.429.

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Page, Stephen J., and Heather Peters. "Mental Practice." Stroke 45, no. 11 (November 2014): 3454–60. http://dx.doi.org/10.1161/strokeaha.114.004313.

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Mount, George R. "Mental Practice." Journal of Police Crisis Negotiations 7, no. 2 (September 19, 2007): 141–43. http://dx.doi.org/10.1300/j173v07n02_11.

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Panturin, Elia. "Mental Practice." Physical Therapy 82, no. 1 (January 1, 2002): 93–94. http://dx.doi.org/10.1093/ptj/82.1.93.

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Wahbeh, Helané, and Barry S. Oken. "Internet Mindfulness Meditation Intervention for the General Public: Pilot Randomized Controlled Trial." JMIR Mental Health 3, no. 3 (August 8, 2016): e37. http://dx.doi.org/10.2196/mental.5900.

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Background Mindfulness meditation interventions improve a variety of health conditions and quality of life, are inexpensive, easy to implement, have minimal if any side effects, and engage patients to take an active role in their treatment. However, the group format can be an obstacle for many to take structured meditation programs. Internet Mindfulness Meditation Intervention (IMMI) is a program that could make mindfulness meditation accessible to all people who want and need to receive it. However, the feasibility, acceptability, and ability of IMMI to increase meditation practice have yet to be evaluated. Objectives The primary objectives of this pilot randomized controlled study were to (1) evaluate the feasibility and acceptability of IMMIs in the general population and (2) to evaluate IMMI’s ability to change meditation practice behavior. The secondary objective was to collect preliminary data on health outcomes. Methods Potential participants were recruited from online and offline sources. In a randomized controlled trial, participants were allocated to IMMI or Access to Guided Meditation arm. IMMI included a 1-hour Web-based training session weekly for 6 weeks along with daily home practice guided meditations between sessions. The Access to Guided Meditation arm included a handout on mindfulness meditation and access to the same guided meditation practices that the IMMI participants received, but not the 1-hour Web-based training sessions. The study activities occurred through the participants’ own computer and Internet connection and with research-assistant telephone and email contact. Feasibility and acceptability were measured with enrollment and completion rates and participant satisfaction. The ability of IMMI to modify behavior and increase meditation practice was measured by objective adherence of daily meditation practice via Web-based forms. Self-report questionnaires of quality of life, self-efficacy, depression symptoms, sleep disturbance, perceived stress, and mindfulness were completed before and after the intervention period via Web-based surveys. Results We enrolled 44 adults were enrolled and 31 adults completed all study activities. There were no group differences on demographics or important variables at baseline. Participants rated the IMMI arm higher than the Access to Guided Meditation arm on Client Satisfaction Questionnaire. IMMI was able to increase home practice behavior significantly compared to the Access to Guided Meditation arm: days practiced (P=.05), total minutes (P=.01), and average minutes (P=.05). As expected, there were no significant differences on health outcomes. Conclusions In conclusion, IMMI was found to be feasible and acceptable. The IMMI arm had increased daily meditation practice compared with the Access to Guided Meditation control group. More interaction through staff and/or through built-in email or text reminders may increase daily practice even more. Future studies will examine IMMI’s efficacy at improving health outcomes in the general population and also compare it directly to the well-studied mindfulness-based group interventions to evaluate relative efficacy. Trial Registration Clinicaltrials.gov NCT02655835; http://clinicaltrials.gov/ct2/show/NCT02655835 (Archived by WebCite at http://www.webcitation/ 6jUDuQsG2)
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Allen, Daniel. "Mental health practice." Mental Health Practice 11, no. 1 (September 2007): 28–29. http://dx.doi.org/10.7748/mhp.11.1.28.s29.

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Savage, Peter. "Clinical Practice Guidelines in Mental HealthClinical Practice Guidelines in Mental Health." Nursing Standard 19, no. 5 (October 13, 2004): 28. http://dx.doi.org/10.7748/ns2004.10.19.5.28.b382.

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Vis, Christiaan, Mayke Mol, Annet Kleiboer, Leah Bührmann, Tracy Finch, Jan Smit, and Heleen Riper. "Improving Implementation of eMental Health for Mood Disorders in Routine Practice: Systematic Review of Barriers and Facilitating Factors." JMIR Mental Health 5, no. 1 (March 16, 2018): e20. http://dx.doi.org/10.2196/mental.9769.

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Background Electronic mental health interventions (eMental health or eMH) can be used to increase accessibility of mental health services for mood disorders, with indications of comparable clinical outcomes as face-to-face psychotherapy. However, the actual use of eMH in routine mental health care lags behind expectations. Identifying the factors that might promote or inhibit implementation of eMH in routine care may help to overcome this gap between effectiveness studies and routine care. Objective This paper reports the results of a systematic review of the scientific literature identifying those determinants of practices relevant to implementing eMH for mood disorders in routine practice. Methods A broad search strategy was developed with high sensitivity to four key terms: implementation, mental health care practice, mood disorder, and eMH. The reach, effectiveness, adoption, implementation, and maintenance (RE-AIM) framework was applied to guide the review and structure the results. Thematic analysis was applied to identify the most important determinants that facilitate or hinder implementation of eMH in routine practice. Results A total of 13,147 articles were screened, of which 48 studies were included in the review. Most studies addressed aspects of the reach (n=33) of eMH, followed by intervention adoption (n=19), implementation of eMH (n=6), and maintenance (n=4) of eMH in routine care. More than half of the studies investigated the provision of mental health services through videoconferencing technologies (n=26), followed by Internet-based interventions (n=20). The majority (n=44) of the studies were of a descriptive nature. Across all RE-AIM domains, we identified 37 determinants clustered in six main themes: acceptance, appropriateness, engagement, resources, work processes, and leadership. The determinants of practices are expressed at different levels, including patients, mental health staff, organizations, and health care system level. Depending on the context, these determinants hinder or facilitate successful implementation of eMH. Conclusions Of the 37 determinants, three were reported most frequently: (1) the acceptance of eMH concerning expectations and preferences of patients and professionals about receiving and providing eMH in routine care, (2) the appropriateness of eMH in addressing patients’ mental health disorders, and (3) the availability, reliability, and interoperability with other existing technologies such as the electronic health records are important factors for mental health care professionals to remain engaged in providing eMH to their patients in routine care. On the basis of the taxonomy of determinants of practices developed in this review, implementation-enhancing interventions can be designed and applied to achieve better implementation outcomes. Suggestions for future research and implementation practice are provided.
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Campbell, Sharon. "PROFESSIONAL PRACTICE: Mental Preparation for Daily Practice." Strategies 4, no. 5 (April 1991): 15–16. http://dx.doi.org/10.1080/08924562.1991.10591793.

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Thompson, Chalmer E., and Helen A. Neville. "Racism, Mental Health, and Mental Health Practice." Counseling Psychologist 27, no. 2 (March 1999): 155–223. http://dx.doi.org/10.1177/0011000099272001.

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In this article, the authors present an interdisciplinary discussion of the multiple dimensions of racism and formulate conceptions of its impact on the formation of healthy personalities. They describe how racism has both ideological and structural components and perpetuates itself recursively at the macro-(e.g., group, institution) and microlevels (e.g., interpersonal). As one consequence of its embedded, cyclical nature, efforts to treat client problems that involve issues of race and racism will necessarily entail piercing distortions in reality, encouraging self-moral development, and eliciting risk-taking behaviors. To take part in transforming current structures of racism, counseling psychologists are urged to extend these strategies beyond the therapeutic milieu. Implications for practice, training, and research are presented.
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Dissertations / Theses on the topic "Mental practice"

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Fjellman, Andreas. "Mental practice for military performance." Thesis, Swedish National Defence College, Swedish National Defence College, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-836.

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The aim was to examine whether the Swedish Armed Forces can use mental training to develop the soldiers and officers in the military profession, a secondary objective was to examine how mental training methods can be integrated into the Swedish Armed Forces' daily activities. The study was carried out in the form of a literature review. The search of literature was done in scientific and military data bases, and retrieval from the Department of Leadership and Management (ILM) in Karlstad. The literature and articles were reviewed which resulted in only 19 out of 64 collected works were judged to have acceptable scientific quality and be of relevance for the topic. The results of the survey show that the use of mental training techniques goal setting, imagery, self-talk and relaxation strategies can produce positive effects for individual development of soldiers and officers. First, by allowing them to improve performance and stress management ability, secondly by creating motivation. An integration of the mental training techniques requires a training of officers carried out by experts and an individual motivation in soldiers.

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Williams, Stacey L. "LGBTQ Mental Health and Practice." Digital Commons @ East Tennessee State University, 2019. https://youtu.be/wiCoDgasv4Q.

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Cole, Whitney Graham. "Cortical Signal Modulation with Mental Practice." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539626570.

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BERNARDI, NICOLO' FRANCESCO. "Mental practice: rehearsal strategies and sensorimotor outcomes." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2013. http://hdl.handle.net/10281/41783.

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Mental practice (MP) is the cognitive rehearsal of a task in the absence of overt physical movements. It has been shown that MP allows performance improvements in various tasks, but little is known about the effectiveness of different strategies of MP and about the exact sensorimotor mechanisms that underlie this improvement. Several strategies of MP are here investigated in relation to the practice outcome. In particular, in the context of music performance, it is shown that pitch imagery is strongly associated with better performance, regardless of the specific nature of the musical task. Conversely, structural/formal analysis appears to be important for music memorization, and motor imagery for fine motor control. In terms of sensorimotor outcomes of the practice, it is shown that MP results in improvements of movement velocity, movement anticipation and coarticulation. Additional experiments from force-field learning paradigm show that MP can also result in changes of somatosensory perception. Results are discussed in the context of the simulation theories of motor control.
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Eisenbrandt, Lydia L., and Jill D. Stinson. "Serious Mental Illness in Rural Primary Care Practice." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7895.

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Serious Mental Illness (SMI) is a severe and complex psychiatric condition with significant medical comorbidity. Although many patients with SMI utilize substantial healthcare resources, their healthcare outcomes are far worse than those of persons without SMI, often leading to early death. There are numerous barriers preventing these patients from obtaining optimal healthcare. The current study focused on available research emphasizing appropriate healthcare for persons with SMI who live in rural communities. The goals of the current study were to 1) to establish base rates of SMI presenting in rural primary care practices, 2) to identify and describe interventions to help individuals with SMI seek and adhere to appropriate treatment from their PCPs in rural areas, and 3) to investigate any existing interventions designed to educate or train primary care providers who serve patients with SMI, and to evaluate the effectiveness of such practices. This study involved a systematic review of the literature following the PRISMA guidelines. Results suggest that base rates of SMI in rural primary care settings have not been reported, and that there are few interventions available that are effective in increasing access to resources, adherence to treatment, and education for healthcare professionals working with patients with SMI. These findings have crucial implications for preventative healthcare screenings and medical and psychiatric interventions, yet more research is needed to determine whether these interventions could be feasible and successful for patients with SMI in rural community settings.
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Wolff, Vincent James. "Spatial manipulation as a covariant of mental practice." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4112.

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This experiment examined the relationship between a subject's ability to manipulate spatial relationships and utilize mental practice in the mirror drawing ability of 45 naive volunteer college students, using a six-pointed star track. The spatial manipulation abilities of all subjects were assessed with the Minnesota Paper Form Board Test, after which the subjects were divided into three treatment groups (no practice, mental practice, and physical practice) of 15 subjects using a blocked random design based upon their MPFBT scores. All three groups were trained in the mirror drawing task and given three physical practice pre-trials for familiarization. The physical practice group (PP) was given six, 80-second physical practice trials with a 40-second interpolated rest/reading period during which they read from a standardized poetry text. The mental practice group (MP) was given six, 80-second mental practice trials with the same 40- second interpolated rest/reading period, and the no practice group (NP) was allowed to read from the standardized text for an equal amount of time. Following administration of the treatment conditions, all subjects were given three physical practice post-trials in the mirror drawing task. The mean of pre-trials two and three were subtracted from the mean of the three post-trials to obtain an improvement score. The subjects' scores on the MPFBT were compared to their improvement scores using the Spearman Rank-Order Correlation (rho) test, but there was no significant correlation between the two abilities.
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Marriott, William A. "Using mental practice to augment physical practice in a complex decision making environment." Thesis, Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/24239.

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SOARES, ADRIANA DE OLIVEIRA. "SOCIAL SERVICE AND MENTAL HEALTH: THE DEVELOPMENT OF A PRACTICE OR PRACTICE IN DEVELOPMENT?" PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9543@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
A presente dissertação traz uma reflexão sobre a prática do Serviço Social em sua relação com o campo da saúde mental, a partir do discurso dos assistentes sociais inseridos nos serviços de saúde mental do município de Niterói. O estudo, de cunho qualitativo, buscou conhecer como vem se desenvolvendo a prática do Serviço Social na Saúde Mental, suas especificidades, desafios e contribuição para um campo que se reconhece como interdisciplinar. Para tal, reportamo-nos para a história da profissão e sua relação com este campo de atuação, refletindo sobre os marcos teóricos do Movimento da Reforma Psiquiátrica brasileira e suas implicações na prática profissional. Com apoio na Sociologia das Profissões, procurou-se compreender o processo de profissionalização do Serviço Social, os desafios e entraves enfrentados por seus profissionais no campo em questão. A analise realizada evidencia que os profissionais entrevistados consideram que o Campo da Saúde Mental lhes exige uma atitude de maior flexibilidade para com suas intervenções, o que não deixa de ter seu preço, na medida em que implica em uma indefinição quanto à posição ocupada pela profissão no referido campo.
This present dissertation brings forward a reflection about the practice of Social Service and its connection with the mental health field, taking as a starting point the speech of social workers that are involved in mental health services in the city of Niterói. This study, of quantitative purpose, has sought to know how the practice of Social Service has developed in Mental Health, its specifications, challenges and contribution to a field that is known for its interdisciplinary quality. To accomplish it, we refer back to the history of the profession and its relation with this field, reflecting on the theoretical marks of the Brazil`s Movement for Psychiatric Reform and its implications in professional practice. We have sought to understand the process of the professionalization of Social Service, the challenges and hindrances faced by their professionals in the Mental Health field with the help of the Sociology of Professions. The analysis undertaken shows that interviewed professionals consider that the Mental Health field demands a more flexible attitude in their interventions, which indicates they have to pay a price, given that it means to not have the position they occupy defined in the referred field.
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Vitorino, Murakawa Ana Janaina. "Transforming Expert Musical Practice: Conceptualising, Structuring, and Executing Practice Mastery." Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/21183.

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Practice has the potential to transform a musician’s expertise by elevating technical and musical limitations to full competence, allowing a musician to play masterfully at a professional level (Ericsson, Krampe, & Tesch-Römer, 1993; Johnston, 2002; Sloboda, Davidson, Howe, & Moore, 1996). While the research literature underlines some pedagogical and psychological principles on how to practise, there is a need to identify strategies, inspirations, thoughts, and artistic behaviours that will lead to practice mastery and excellence in performance (Cervion, Laws, Lettberg, & Lisboa, 2012; Gerle, 1983; Miksza, 2007). To date, most of the studies related to effective practice have been conducted with students in higher education (Hallam, 2001). This research aims to evaluate how professional performers conceptualise and approach practice, and to observe how they are able to make practice theory meaningful. Six performance experts participated in an interview regarding practice. The interviews explored how the participants address and structure practice, how they handle obstacles, and how they prepare for performances. The participants discussed the importance of mental preparation, and unanimously described the value of mental practice in the learning of new works. For these performers, practice was never the ultimate objective, only a means to achieve progress in performance and to convey to an audience the delivery of art. This study aims to redefine existing practice concepts by appraising musicians and pedagogues of current expert approaches and demonstrating how these are implemented. It will identify how knowledge of theory needs to be enacted to experience expert practice mastery. These findings will benefit and advance pre-professional performers in their pursuit of excellence in performance as they prepare for the music profession.
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Shim, Margaret Cheng-Sim. "Embracing cultural diversity in occupational therapy mental health practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq39592.pdf.

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Books on the topic "Mental practice"

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Peter, Clarke, and Rossiter Christina, eds. Mental maths practice. Oxford: Heinemann Educ., 1997.

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Matthews, Sarah, Philip O’Hare, and Jill Hemmington, eds. Approved Mental Health Practice. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-00014-9.

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W, Flexer Robert, and Solomon Phyllis L, eds. Psychiatric rehabilitation in practice. Boston: Andover Medical Publishers, 1993.

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Theo, Stickley, and Basset Thurstine, eds. Learning about mental health practice. Chichester, England: Wiley, 2008.

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Mental health: Law and practice. 2nd ed. Bristol: Jordans, 2011.

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Ossege, Jennifer M., and Richard W. Sears. The Resilient Mental Health Practice. Edited by Jennifer M. Ossege and Richard W. Sears. New York, NY: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315673035.

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Stickley, Theo, and Thurstine Basset, eds. Learning about Mental Health Practice. Chichester, UK: John Wiley & Sons, Ltd, 2008. http://dx.doi.org/10.1002/9780470699300.

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Glasby, Jon, and Jerry Tew. Mental Health Policy and Practice. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-11944-5.

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Jaffe, Miriam, Widian Nicola, Jerry Floersch, and Jeffrey Longhofer, eds. Spirituality in Mental Health Practice. New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003008781.

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Preventing mental illness in practice. London: Routledge, 1994.

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Book chapters on the topic "Mental practice"

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Day, Jemma. "Mental Health." In In Clinical Practice, 319–30. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98808-1_18.

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deGruy, Frank Verloin. "Mental Illness." In Fundamentals of Clinical Practice, 741–63. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/0-306-47565-0_33.

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deGruy, Frank Verloin. "Mental Illness." In Fundamentals of Clinical Practice, 381–98. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-5849-1_17.

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Harward, Mary P., and Julia E. Connelly. "Mental Disorders." In Prevention in Clinical Practice, 393–405. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4684-5356-0_24.

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Bailey, Di. "Mental health." In Critical Practice in Social Work, 325–35. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-0-230-36586-5_29.

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Watson, James T. "Management Issues in Practice." In Mental Health Nursing, 371–82. London: Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-1-4039-9756-2_26.

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Chan, Jessie S. M., and Siu-man Ng. "Qigong Practice." In Mental Health and Social Work, 129–49. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6975-9_23.

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Chan, Jessie S. M., and Siu-man Ng. "Qigong Practice." In Mental Health and Social Work, 1–21. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-0440-8_23-1.

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O’Hare, Philip. "Evidence-Based Practice." In Approved Mental Health Practice, 171–86. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-00014-9_12.

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Shoenfelt, Elizabeth L. "Automaticity and Practice." In Mental Skills for Athletes, 96–100. New York, NY : Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9780429268694-7.

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Conference papers on the topic "Mental practice"

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Penkina, Tatiana Aleksandrovna, Marina Alekseevna Kochergina, and Elena Viktorovna Polunina. "The Memory as a Mental Cognitive Process." In International Research-to-practice conference. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-530676.

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Malinauskas, Ramualdas Kazemirovich, and Aleksandr Leonidovich Kazakevich. "Mental imagery skills among cadets and junior wrestlers." In International research and practice conference. TSNS Interaktiv Plus, 2019. http://dx.doi.org/10.21661/r-485862.

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Kovalenko, Oksana Mikhailovna. "Possibilities of self-control when drawing and copying in older preschool children with mental retardation (message 2)." In International Research-to-practice conference. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-103243.

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The article is devoted to the study of the possibilities of correcting mistakes made when drawing and copying by children of older preschool age with mental retardation. This article is a continuation of message 1, which provides options for correcting children of older preschool age with a mental retardation of their drawings in the course of organized self-control. This article presents the ratio of variants of violations of optical-spatial orientation and the possibilities of organized self-control in children of older preschool age with mental retardation.
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Valiullina, Marina Evgen'evna, and Irina Sergeevna Reshetnikova. "The Relationship of the Components of the "I"-Image with the Mental States of Students in the Process of Studying over Time." In International Research-to-practice conference. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-99681.

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The study is devoted to the study of the structure of the interconnections of the components of the "I" -image of students with the various mental states they experience in the context of studying at a university. Students determined the severity of the components of the "I" -image in three time continua - in the past (1st year), in the present (3rd year), in the future (4th year). They also determined the frequency of occurrence of mental states during the first two years of study using a special questionnaire. Then a correlation analysis was carried out, which made it possible to find relationships with a high level of reliability between the components of the "I" -image of students and some mental states experienced in two educational situations, which differ qualitatively depending on the time continuum. Based on the results obtained, conclusions were drawn about the presence of relationships, thanks to which it is possible to exert a certain influence on the experienced mental sta
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Kovalenko, Oksana Mikhailovna. "Possibilities of Self-Control When Drawing and Copying in Older Preschool Children With Mental Retardation (Message 1)." In International Research-to-practice conference. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-103167.

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The article is devoted to the study of the possibilities of correcting mistakes made when drawing and copying by children of older preschool age with mental retardation. The article presents options for correcting children of older preschool age with a mental retardation of their drawings in the course of organized self-control.
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Demyanov, Yuriy Genrikhovich. "Psychological barriers for adaptation of children with problems in mental development." In VIII International Research-to-practice conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-117616.

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Polenova, Tatiana Sergeevna. "On the Problem of Forming a Verbal Dictionary in Preschoolers with Mental Retardation." In International Research-to-practice conference, chair Viktoriia Andreevna Fomina. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-101707.

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Perry, Ivor. "Process, Knowledge, Touchpoints in Mental Health Communities of Practice." In 2007 40th Annual Hawaii International Conference on System Sciences (HICSS'07). IEEE, 2007. http://dx.doi.org/10.1109/hicss.2007.448.

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Ku, Oskar Y. M., Jesse C. Y. Wu, Blake C. J. Yang, Tak-Wai Chan, and Denise H. Wu. "Effects of Digital Game-Based Extensive Mental Calculation Practice." In 2010 IEEE 3rd International Conference on Digital Game and Intelligent Toy Enhanced Learning (DIGITEL 2010). IEEE, 2010. http://dx.doi.org/10.1109/digitel.2010.42.

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Javed, Noman, and Faisal Zeeshan. "LMC + Scratch: A recipe to construct a mental model of program execution." In CEP 2022: Computing Education Practice 2022. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3498343.3498353.

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Reports on the topic "Mental practice"

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Morrison, John E., and Susan A. Walker. Effects of Mental Practice on Tank Gunnery Performance. Fort Belvoir, VA: Defense Technical Information Center, February 1990. http://dx.doi.org/10.21236/ada219916.

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Wolff, Vincent. Spatial manipulation as a covariant of mental practice. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5996.

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Marquardt, Kelli. Physician Practice Style for Mental Health Conditions: The Case of ADHD. Federal Reserve Bank of Chicago, 2022. http://dx.doi.org/10.21033/wp-2022-22.

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Rast, Jessica E., Tamara Garfield, Anne M. Roux, Kaitlin H. Koffer Miller, Lisa M. Hund, Sha Tao, Connor M. Kerns, Kashia A. Rosenau, Emily Hotez, and Kristy A. Anderson. National Autism Indicators Report: Mental Health. A.J. Drexel Autism Institute, August 2021. http://dx.doi.org/10.17918/nairmentalhealth2021.

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The purpose of this report is to catalogue indicators of mental health and mental health care to highlight areas of needed improvement in practice and policy. Mental health care is an urgent priority and this report documents barriers that individuals and families face when trying to access mental health care. Good health and wellbeing require effective interventions and supportive policy to ensure that mental health needs of autistic children and adults are effectively addressed.
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DiAngelo, Lucy, Libby Lowry, Kayla McDaniel, Clare Sauser, Shelby Terry, and Erin Williams. Increasing Confidence and Mental Health in Caregivers. University of Tennessee Health Science Center, May 2021. http://dx.doi.org/10.21007/chp.mot2.2021.0011.

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The purpose of our critically appraised topic is to synthesize the highest-level evidence available regarding interventions for increasing confidence and mental health outcomes in caregivers taking loved ones home from inpatient rehabilitation. The final portfolio contains six research articles from peer-reviewed journals. Study designs include randomized control trials, a systematic review, and a pretest-posttest without a control group. All studies relate directly to the components of the PICO question. Four of the articles discussed both caregiver confidence and mental health while two articles discussed only mental health. There is strong evidence to support that in-person hands on training, in person discussion-based training, and/or virtual resources helped increase confidence in caregivers of patients. There is mixed evidence and only limited improvement to support mental health. The findings from this critically appraised topic will be used to draft new ideas for practice guidelines for addressing caregiver education and caregiver mental health in an inpatient rehabilitation facility.
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Saavedra, Lissette M., Antonio A. Morgan-Lopez, Anna C. Yaros, Alex Buben, and James V. Trudeau. Provider Resistance to Evidence-Based Practice in Schools: Why It Happens and How to Plan for It in Evaluations. RTI Press, May 2019. http://dx.doi.org/10.3768/rtipress.2019.rb.0020.1905.

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Evidence-based practice is often encouraged in most service delivery settings, yet a substantial body of research indicates that service providers often show resistance or limited adherence to such practices. Resistance to the uptake of evidence-based treatments and programs is well-documented in several fields, including nursing, dentistry, counseling, and other mental health services. This research brief discusses the reasons behind provider resistance, with a contextual focus on mental health service provision in school settings. Recommendations are to attend to resistance in the preplanning proposal stage, during early implementation training stages, and in cases in which insufficient adherence or low fidelity related to resistance leads to implementation failure. Directions for future research include not only attending to resistance but also moving toward client-centered approaches grounded in the evidence base.
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Heyns,, Christof, Rachel Jewkes,, Sandra Liebenberg,, and Christopher Mbazira,. The Hidden Crisis: Mental Health on Times of Covid-19. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2019/0066.

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[This Report links with the video "The policy & practice of drug, alcohol & tobacco use during Covid-19" http://hdl.handle.net/20.500.11911/171 ]. The COVID-19 pandemic is most notably a physical health crisis, but it strongly affects mental health as well. Social isolation, job and financial losses, uncertainty about the real impact of the crisis, and fear for physical well-being affect the mental health of many people worldwide. These stressors can increase emotional distress and lead to depression and anxiety disorders. At the same time, there are enormous challenges on the health care side. People in need of mental health support have been increasingly confronted with limitations and interruptions of mental health services in many countries. In May 2020, the United Nations already warned that the COVID-19 pandemic has the seeds of a major mental health crisis if action is not taken. The panel discussed and analysed mental health in times of the COVID-19 pandemic with reference to South Africa, Nigeria, Germany and Spain.
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Young, Alys, Natalia Rodríguez Vicente, Rebecca Tipton, Jemina Napier, Sarah Vicary, and Celia Hulme. A Scoping Review of interpreter-mediated assessments under the Mental Health Act (1983) and international equivalents. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2022. http://dx.doi.org/10.37766/inplasy2022.2.0086.

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Review question / Objective: The purpose of this scoping review is to identify and evaluate available evidence concerning assessments under the Mental Health Act (1983) (MHA) (and international equivalents) which are carried out with the assistance of a spoken or signed language interpreter. ‘International equivalents’ refers to pieces of legislation in countries other than England and Wales that concern formal assessment for compulsory assessment and treatment, including hospital detention, with respect to a mental disorder. [Both the specific Act that applies to England and Wales and its international equivalents are henceforth referred to as MHA]. The guiding questions are: • What are the enablers and barriers to good practice in interpreter mediated MHA assessments? • To what extent and how might interpreter mediation support or impede the legal rights and best interests of those assessed under the MHA? The aim is to determine whether the body of research available to date is sufficient to inform evidence-based guidelines for interpreters and for mental health professionals, in particular those who have the duty to make decisions under the MHA, known in England and Wales as Approved Mental Health Professional (AMHPs), to work in a joint and effective manner.
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Fernandez, Katya, Marian Ruderman, and Cathleen Clerkin. Building Leadership resilience: The CORE Framework. Center for Creative Leadership, 2020. http://dx.doi.org/10.35613/ccl.2020.2043.

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Effectively building resilience in today’s increasingly uncertain and complex world is crucial, especially for those in leadership positions. The current paper offers the following insights for leaders interested in building resilience: • A brief overview of what we know about resilience and burnout. This overview is informed by decades of research in leadership development. • A new, integrated framework for cultivating resilience in leaders: The CORE (Comprehensive Resilience) Framework. This framework is focused on four areas (physical, mental, emotional, and social) and takes a whole-self approach to resilience by developing a diverse set of responses to change and disruption. • A review of the eight practices designed to help build resilience within the CORE framework: sleep, physical activity, mindfulness, cognitive reappraisal, savoring, gratitude, social connection, and social contact. These practices were selected because there is empirical evidence of their effectiveness specifically in leaders and because they are simple, both in nature and in how they can integrated into daily life. Each practice review also includes tips for how to incorporate these practices into daily life. • A discussion of the practical and future applications of the CORE framework.
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Wan Brown, Jackie, Katherine Rogers, and Alys Young. What is the evidence underpinning clinical assessment of mental health of deaf adults with learning disabilities: A scoping review protocol. INPLASY - INPLASY International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0007.

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Review question / Objective: This scoping review aims to explore the literature to identify the types, scope and quality of evidence underpinning clinical assessment of deaf adults with learning disabilities, with or without autism, with mental health issues and/or challenging behaviour. Deaf adults are included in the review regardless of their communication modality, e.g. signed or spoken language, or other methods. The results of this review will inform considerations for future research and inform clinical practice. As an experiential type review, the PICO framework (Richardson et al. 1995) guides the question formulation. The review question is: what are the types, quality and extent of evidence that underpin clinical assessment of the mental health of deaf adults with learning disabilities?
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